M. P. CÁCERES RECHE ET AL.
ambit of centres and dep artm en t s.
Discussion
Given the results obtained for each area of this study, it could
be said that the perceptions of student leadership are condi-
tioned by a series of factors present in the organizational culture,
and in the sociocultural and economic reality, of each country.
Student representation in the British Student’s Union is charac-
terized by its great organizational structure. It aims to be effec-
tive in the execution of tasks, and in the creation of positions,
so as to truly serve those who are directly affected—in this case,
the students. This shows a marked tendency to develop transac-
tional leadership. Additionally, it is understood that this type of
representative must receive a salary, which is why these “lead-
ers” are considered to be workers, employees of the university,
for dedicating one year of their life (in the final stages of their
university careers) to becoming involved with the work and
quality of life of their peers. This is different to other European
organizational models, where one of the main problems lies in
the lack of interest and participation of the students in anything
that is not strictly academic.
The studen t union i s mai nly compose d of ma le members, an d
gender stereotypes define everyone’s tasks according to their
position. In addition, opinions are divided regarding gender as a
possible influential factor in assigning positions. Nevertheless,
it is not considered decisive with respect to expectations about
the execution of tasks. Thus, in the light of the apparent “am-
biguity” shown by the results, it would be convenient, as a fu-
ture line of research, t o c o n duct a study focusing on the variable
of gender regarding student representation. The main aim of
such research would be to analyze the presence of traditional
gender stereotypes and their effect on academic and social de-
velopment.
Once they have completed their studies, or while they are
coursing the last few years, student representatives show great
academic experience and knowledge, as the recipients of the in-
stitution’s educational and organizational actions.
The functions performed by student representatives are not
only based on defending and representing students, but also on
offering a number of activities and recreational tasks that allow
for the students’ implication and, especially, on attending to the
needs of foreign students. Therefore, student representatives are
detached from the academic sphere in order to avoid a possible
“monopoly of power”; thus, “sabbatical officers” can only hold
that position for a year, and the temporary nature of it is mani-
fest in the answers given—neither academic promotions, nor
advantages in academic subjects are expected.
The search for effectiveness is attributed to the presence of a
strong personality, which is necessary to face the different roles
assigned, and is reinforced with experience and daily practi ce.
Student representatives consider that the dimensions of their
personality which determine their election are mainly related to
“being” (values, attitudes) and “doing” (development of skills,
“know-how”, etc.), and not necessarily to “knowing” (knowl-
edge). They only highlight internal factors as specific reasons
for their election, such as having the ability to persuade; devel-
oping a strong personality; having the ability to communicate,
debate and negotiate; being open, honest and outgoing; show-
ing confidence; being creative; facing problems; and having the
ability to remain calm.
They perceive themselves as representatives who must de-
fend, inform, solve problems, mediate in conflicts and be effi-
cient. The position is linked to the cultural sphere (“being a
timetable of activities”) rather than the academic one (defen-
ding the needs and interests of the group), in order to attend to
the needs and interests (entertainment, training, information and
orientation) of the many foreign students, through the many ser-
vices offered by this macro students’ union. Thus, taking into
account that most of the difficulties faced by student represen-
tatives arise due to confrontations with institutional managers,
with whom they might disagree, the “sociocultural” approach to
leadership leads us to ask ourselves certain questions. If it is a
students’ union which for all practical purposes is established
as “a cornerstone of the academic system”, ensuring the stu-
dents’ needs and, at the same time, the achievement of its own
goals to what extent can mediation be effective when it might
be geared to favour the interests of those in power? How can it
defend students’ affairs against the institutional university net-
works? Thus, a second line of research which would be of great
interest could be launched, with this study as a starting point, in
order to know the perceptions of the students being represented.
This second study would provide us with a wider point of view,
and an understanding of student leadership in the British aca-
demic context, from the point of view of the different agents,
active as well as passive, involved in the organizational life of
the centre.
The learning of skills, such as the ability to negotiate and to
manage the intricacies of the academic culture, has been estab-
lished as a positive consequence related to student leadership.
In addition, student leadership is conceived as a function that
resides within the group through a shared project.
It is thought that in order to become a leader, it is essential to
possess a series of innate skills and to develop them in a stimu-
lating learning environment, as well as through exposure to dif-
ferent experiences that will define each leader’s profile (“the
context creates leaders”). Thus, leadership development implies
having a clear goal, showing satisfaction when goals are met (to
motivate) and conveying confidence with respect to the achie-
vement of goals.
Conclusion
The representatives emphasize, by mutual agreement, the
leaders’ need to receive specific training through compulsory
training courses in which they can receive, above all, practical
advice, orientation, and suggestions, as well as the opportunity
to learn about other people’s experiences (strategic knowledge).
However, it is one of the European universities that show a
greater awareness regarding the training it offers to its student
representatives. Thus, it could serve as a model for most Higher
Education institutions, in which, as mentioned at the beginning
of this study, the matter of student representation has been a
rather neglected issue. An additional line of research, which
would be of great interest with respect to the topic at hand,
would be the in-depth study of the formal features and the stru-
ctural subject-matter of the above-mentioned training courses,
which have long been around. Additionally, this line of re-
search should take into account a series of factors, such as eco-
nomic compensation to encourage, as in this country, student
participation in representational work. Nevertheless, this issue
should be analyzed in greater depth, given that British student
leaders themselves disagree on the link between performing the
tasks that come with the position and receiving academic or
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